1 Pemiscot County Special School District Evaluation of Programs and Services Procedural Plan Board Approved 8/13/2015
2 Evaluation Areas Curriculum and Instructional Effectiveness Special Education/Supplemental/Differentiated Programs (Federal Programs) State Programs Early Childhood/PAT Technology School Climate/Discipline Professional Development Guidance and Counseling/Assessment Finances Facilities and Grounds/Safety Health Services Food Services Transportation Career Tech Programs CSIP Strategic Planning Personnel/Employment Month
3 STRATEGIC PLANNING Months of Review: Persons Responsible: Administration and Board of Education 1. To provide for a continuous and comprehensive plan to assure short and long term range improvement for the Pemiscot County Special School District 1. Does Strategic Planning meet the expectation for a Comprehensive School Improvement Plan as required by DESE? 2. Does the Strategic Plan offer the district a realistic blueprint for continuous improvement? 3. Are both short and long term needs address in the Strategic Plan? 4. Does Strategic Planning engage the diverse elements of the school community? 5. Does the Strategic Plan include a mechanism for annual revision? 6. Does the district receive sufficient professional assistance in the development of the Strategic Plan? 7. Is a mechanism in place to ensure the action plans are being carried out? 8. Do the action plans contain sufficient evaluative tools to measure success? 9. Are the components of the Strategic Plan clearly communicated to all members of the school community?
4 FOOD SERVICES Months of Review: Persons Responsible: Component District Cafeteria Manager, Superintendent, and Board of Education 1. Provide student s school meals which meet state approved nutritional standards as needed. (OVLC, GED, Diagnostic Testing) 2. Provide a school meal program, which is cost effective. 1. Does a board-approved written nutrition plan exist which contains specific goals, objectives, and assessment procedures? (Component District responsibility) 2. Is the written nutrition plan implemented, monitored assessed and revised regularly based on local needs? 3. Is a safe and sanitary food preparation environment maintained? 4. Do meals provided to students meet nutritional needs and help reinforce healthy eating habits? 5. Is the nutrition service program monitored to ensure accurate meal claims and financial accountability?
5 FACILITIES AND SAFETY Months of Review: Persons Responsible: Custodial/Maintenance Personnel, Administrators, Superintendent, and Board of Education 1. Provide facilities that are healthful, adequate in size, clean, well maintained, and appropriate to house the district s educational programs. 2. Develop, implement, and evaluate long and short range plans for the maintenance, renovations, and /or replacement of facilities to accommodate the district s programs. 3. Conduct an accessibility study and implement a board approved corrective action and/or transition plan pursuant to the American with Disabilities Act (ADA) requirements to address accessibility issues. 4. Conduct periodic inspections of grounds by appropriate personnel for potential safety hazards. Make corrections promptly to ensure that state and local public safety requirements are met. 5. Develop and implement emergency procedures, conduct appropriate drills and train staff in the safe and proper use of all safety and emergency devices where applicable. 6. Maintain a reporting system for accidents. 1. Are all district programs and services housed in adequate facilities? 2. Are adequate maintenance and custodial services provided to maintain all educational facilities in a clean, safe and healthy state? 3. Are all district facilities compliant with the American with Disabilities Act? 4. Are emergency drills conducted on a regular basis and evaluated for necessary training or corrections?
6 Months of Review: PROFESSIONAL DEVELOPMENT Persons Responsible: PDC Committee, Director of Special Education, Superintendent, Board of Education and Career Tech Director 1. Oversee and assist in a teacher mentoring program 2. Provide information on available professional development opportunities, seminars, and workshops to staff members. 3. Develop a budget for continued growth of the in-service programs. 4. Assess staff needs and develop in-service opportunities to meet those needs. 5. Serve as a confidential consultant upon a teacher s request, as well as assist staff members in coping with internal and external crises, job stress, and burnout. 6. Address district goals and outlined in the Comprehensive School Improvement Plan 1. Does the staff elect the Professional Development Committee to coordinate and direct professional development activities for the district? 2. Does a Board of Education approved Professional Development Plan exist? 3. Has the Professional Development Committee been allowed 1 percent of the basic formula apportionment, and have they spent at least 75 percent of this allocation in appropriate ways? 4. Does the district commit additional funds above the one percent of the basic formula apportionment, and have they spent at least 75 percent of this allocation in appropriate ways? 5. Does the district commit additional funds above the one percent requirement for professional development? 6. Does the PDC conduct a staff needs assessment survey annually as required? 7. Is time provided for staff to participate in staff development activities?
7 TRANSPORTATION Months of Review: Persons Responsible: Administrators, Superintendent, Board of Education, Maintenance Personnel 1. Maintain an exemplary safety record with no accidents or injuries. Hold and document one bus emergency drill per semester. 2. Ensure that no student will ride for more than one hour on regular bus routes and that no bus will be overcrowded. 3. Provide cost-effective transportation. 4. Drivers will maintain proper licensing and will participate in at least minimum safety training each year. 5. Keep all buses in good mechanical condition, passing all safety inspections. 6. Strive to have fewer disciplinary referrals while still maintaining safety and order on the bus. 1. Do all bus drivers meet state qualifications? 2. Is the district complying with all regulations, laws and board policies? 3. Do administration and drivers regularly review safety procedures? Are bus drills conducted each semester? 4. Are all required reports submitted to DESE in a timely manner? 5. Do drivers receive safety instruction in school bus operation and student management? Is there a written bus discipline policy?
8 Months of Review: SCHOOL CLIMATE AND DISCIPLINE Persons Responsible: Teachers, Director of Special Education, Superintendent, Career Tech Director, Board of Education 1. Establish a safe, orderly, and positive climate for learning, maintain a focus on academic achievement, emphasize the capabilities and worth of all students, and guide the student in developing self-discipline. 2. Provide a protected, orderly environment in which standard of conduct are understood by everyone and enforced consistently, where all faculty members share responsibility for maintaining orderly student conduct at school and all school functions, and where all students are expected to take responsibility and be accountable for their actions. 3. Distribute to parents and students a written code of student conduct which specifies acceptable behavior, discipline procedures and consequences, and includes procedures which specifically apply to students and disabilities. 1. Does the school provide a positive climate for learning with a strong focus on academic achievement? 2. Is the written code of student conduct reviewed updated regularly with appropriately input from students, parents and community? Is it distributed to students and families annually? Is it enforced consistently? Is due process being followed when appropriate discipline procedures are administered? 3. Does the school provide a learning environment in which students feel safe, take pride in their accomplishments, and where self-esteem is fostered? 4. Do all staff member share responsibility for consistently maintaining orderly student conduct? 5. Do students show respect for themselves and each other, and do they take responsibility for their actions? 6. What extra-curricular activities are offered and what is the participation rate?
9 FINANCES Months of Review: Persons Responsible: Superintendent, Bookkeeper, Accounts Payable Personnel, Board of Education 1. Establish and implement systematic procedures to ensure efficient fiscal management and accountability in providing a quality educational program. 2. Prepare and implement annual district and building budgets, as required by law utilizing appropriate input. 3. Maintain accounting and management systems, which record all funds (received and expended) and which is professionally audited. 4. Implement internal procedures for purchasing and inventorying supplies, materials, and equipment. 5. Maintain all debt service funds in a separate bank account and make fund transfers in accordance with state law (if applicable). 6. Ensure that the superintendent has received training in Missouri School Finance and those employees responsible for handling funds and accounts are bonded. 1. Does the budget contain the following required items? Budget message Estimated revenues with a comparative statement of actual or estimated revenues for the past two years. Proposed expenditures with comparative statement of the past two years. Amount required for payment of interest charges on the debt of the district (if applicable) Budget summary 2. Does the district s most recent audit process indicate that the district conforms to all state and federal requirements and this process includes a review of the district s transportation program, student attendance, and all financial records/procedures? 3. During the year, was there a need to amend the budget, and if so, were the proper budget amendments made?
10 CURRICULUM AND INSTRUCTION Months of Review: Persons Responsible: Administration, Board of Education 1. Provide written curriculum guides, which include all the components outlined by the MSIP standards and indicators manual, for each subject area and course form adopted by the Board of Education. 2. Curriculum is implemented to provide effective instruction and continuity of learning. 3. Continuously assess, monitor, and revise curriculum based on the educational needs of students. 4. Subject and course objectives, assessment methods, and performance expectations are shared with students and parents prior to instruction. 5. Instructional strategies and techniques are relevant to the curricular objectives and are based on current research regarding student learning. 6. Continuously monitor student progress toward identified objectives and provides frequent information about student performance to students and parents. 7. Staff members regularly collaborate to provide appropriate instructional activities (supplemental educational education, special education, vocational education) for specific students. 8. Test results and other assessment indicators are reviewed and used by the staff to make decisions on curriculum, instructional improvement, and professional development. 9. Provide staff members and students the learning/instructional resources and technology needed to implement the curriculum effectively. 10. Provide all students extended learning time by offering additional learning opportunities and alternative instructional delivery systems. 11. Integrate into the curriculum, instructional programs, and all school activities multi-cultural, disability-awareness, and gender-fair concepts and practices.
11 1 Is the written curriculum review schedule being followed? (component school district responsibility) 2. Does the curriculum planning involve staff, parents, community members, and students? (component school district responsibility) 3. Is there a written curriculum guide for all instructional programs? (component school district responsibility) 4. Is the written curriculum adopted by the Board of Education? (component school district responsibility) 5. Does the written curriculum meet MSIP standards? (component school district responsibility) 6. Is the curriculum articulated through the grade levels and across subject areas? (component school district responsibility) 7. Are learning objectives and expectations shared with students and families prior to instruction? (component school district responsibility) 8. Are a variety of instructional strategies used? (component school district responsibility) 9. Is student progress monitored continuously? (component school district responsibility) 10. Do assessment techniques include application of skills and knowledge? (component school district responsibility) 11. Do students and families receive frequent information about student progress? (component school district responsibility)
12 CSIP Months of Review: Persons Responsible: CSIP Committee, Administrators, Counselors, Superintendent, Board of Education 1. Establish a CSIP Committee with members drawn from administration, faculty, support services, students, parents, and community members. 2. The CSIP Committee will develop, oversee the implementation of and assess a local plan. 3. CSIP Steering Committee members will receive, secure, and analyze district information that pertains to all MSIP areas in order to determine areas of strengths and/or concerns. 1. Are goals and measurable objectives addressed by the appropriate people? 2. Are time frames being met? 3. Are action steps being taken and monitored? 4. Are the indicators of success being met? 5. Is the CSIP plan reviewed and revised annually? 6. Is the CSIP board approved?
13 GUIDANCE AND COUNSELING ASSESSMENT Months of Review: Persons Responsible: Counselor, Superintendent, Director of Special Education, Career Tech Director and Board of Education 1. Implement for vocational students a comprehensive guidance curriculum organized around three areas of learning: Career Planning and Exploration Knowledge of Self and Others Educational and Vocational Development 2. Provide individual advisement and counseling regarding educational and occupation planning. 3. Provide individual and small group counseling along with referrals to outside support agencies. 1. Does the guidance program address career planning and exploration, knowledge of self and others, and educational and career development? 2. Do counselors spend an appropriate amount of time on curriculum activities? 3. Are competencies addressed through the guidance program identified and prioritized based on current needs assessment data? 4. Is a system in place to provide assistance to students, in collaboration with parents/guardians, to develop education and career plans? Do activities and procedures at all levels provide a comprehensive program of career awareness and exploration? 5. Is educational/vocational information readily available to students? 6. Are individual and small group counseling, crisis counseling, and referral service provided to students? 7. Is consultation provided to teachers, administrators and parents/guardians regarding individual student s academic progress and personal/social concerns?
14 8. Does the guidance budget provide for adequate resources to implement the program? 9. Does an Advisory Committee exist, composed of school and community members, to review the guidance program s activities?
15 Months of Review: EARLY CHILDHOOD SPECIAL EDUCATION/ PARENTS AS TEACHERS Persons Responsible: Parents As Teachers educators, Early Childhood Special Education Staff, Board of Education, Superintendent, Director of Special Education 1. Provide group meetings for parents to: Create opportunities for families to share successes and common concerns about their children s behavior and development To provide additional input form the staff and from outside speakers To engage in parent-child activities which reinforce the importance of family interaction 2. Make regular personal home visits to support parents by providing child development and child-rearing information specific to their own child. 3. Provide annual developmental screening to reassure parents when the child is developing on target and to identify any problems early to assist parents with appropriate interventions 4. Help parents link with other resources in the community that provide services beyond the scope of ECSE and PAT. These resources may include speech and hearing clinics, diagnostic services, lending libraries for parents and children, health and mental health agencies, social services agencies, etc. 1. How many families are being served in these programs? 2. Are the proper number of home visits and group meetings being conducted? 3. What topics are covered at group meetings and how are resources being provided to parents? 4. Are clear, comprehensive records being maintained? 5. Are state guidelines being followed? 6. Do parent educators and teachers have the required training?
16 Months of Review: CAREER TECHNICAL PROGRAMS Persons Responsible: Career Tech Director, Superintendent and Board of Education 1. Provide equal consideration for placement in a Career Tech curriculum. 2. Follow all guidelines set forth by state and are school regulations, regardless of race, creed, or socioeconomic status. 3. Provide students an opportunity to develop intellectually, socially, and vocationally commensurate with her/his developmental ability. 4. Cooperatively work with the home, church, industry and other constructive agencies in the career education of each individual student. 5. Maintain a staff dedicated to the ideals of creating and maintaining an atmosphere conducive to learning. 6. Provide guidance for the continuing growth of each individual. 7. Develop a curriculum relevant to changing conditions and commensurate with the needs of its students. 8. Evaluate each Career Tech program for effectiveness 1. Are students placed in appropriate Career Tech programs regardless of race, creed, or socioeconomic status? 2. Does each program maintain a curriculum that meets all state and federal regulations? 3. Does the Career Tech staff provide an atmosphere conducive to learning? 4. Is guidance provided as needed for Career Tech students? 5. Does the PCCTC work with home, church, industry and other constructive agencies?
17 PERSONNEL/EMPLOYMENT Months of Review: Persons Responsible: Superintendent, Board of Education, Administrators 1. Staff is employed without bias to race, creed, age, socioeconomic status or marital status. 2. Applicants are interviewed by non-bias administrators and given equal consideration based on education and experience. 3. All certified staff are appropriately certified by the Missouri Department of Elementary and Secondary Education. 4. All non-certified staff have appropriate qualifications to perform the job they are employed to perform. 1. Are applicants employed with the Pemiscot County Special School District regardless of race, creed, or socioeconomic status? 2. Are all certified staff appropriately certified by the Missouri Department of Elementary and Secondary Education? 3. Do all non-certified staff have appropriate qualifications to perform their jobs? 4. All applicants interviewed equally considered for employment based on education and experience?
18 HEALTH SERVICES Months of Review: Persons Responsible: School Nurse, Administrators, Superintendent, Board of Education 1. Improve, protect and maintain the health status of children to ensure that each student in the best state of health possible in order to benefit the most from the educational experiences offered in the school setting. 2. Provide health screening to identify factors which may be potential barriers to educational programs. 3. Prevent and control communicable disease through immunization and health education programs. 4. Provide First Aid and emergency care, implement efficient reporting procedures, and facilitate re-entry following serious accident or illness. 5. Provide a safe and healthy environment in which to learn and work, making necessary adaptations for children with handicapping conditions. 6. Promote wellness by encouraging individual acceptance of responsibility for care and by promoting health maintenance activities and comprehensive health education. 1. Does a written comprehensive health plan exist which is modified when necessary to meet the needs of the students and staff? 2. Does the health services program include provisions for complying with board policies, statutes, and regulations, including contagious and infectious diseases, immunization of school children, and child abuse reporting? 3. Are adequate procedures in place for first-aid and emergency care? 4. Are records and reports maintained of the students served? 5. Are appropriate health screenings conducted to assess and evaluate the health and development of students?
19 6. Are cumulative health records, including immunizations, maintained and regularly updated for Oak View Learning Center students? 7. Is the confidentiality of health records maintained? 8. Do procedures exist for follow-up counseling and referral when needed? 9. Does the nurse provide instructional support in the development and implementation of the health education curriculum? 10. Does the nurse participate in the IEP process for students with special health care needs? 11. Is emergency medical information for all students and staff maintained and readily available?
20 Months of Review: SPECIAL EDUCATION/ SUPPLEMENTAL/DIFFERENTIATED/ FEDERAL PROGRAMS/STATE PROGRAMS Persons Responsible: Director of Special Education, Teachers, Principals, Superintendent, Board of Education, Career Tech Director 1. Implement a system for continuously identifying and serving students at risk of educational failure. 2. Identify and provide comprehensive services to students with disabilities (Special Education) and vocational students. 3. Provide a vocational program that assesses and meets the diversified needs of all students and prepares them for entry into the workplace and/or continued education. 4. Provide a well-balanced, comprehensive program to provide all students the opportunity to develop leadership skills and assume responsibilities. 5. Provide opportunities for parent education and constructive parent involvement. 6. Coordinate with other local groups, agencies, and organizations to provide educational, vocational, recreational, cultural, enrichment, and/or other services for the community. 7. Ensure that the district is in compliance with all provisions, regulations and administrative rules applicable to State and Federal Programs. 1. Is each of the programs approved by the Board of Education? 2. Does each program meet state and federal requirements? 3. Are the budgets appropriated? How are they being spent? Are they spent appropriately? 4. How many students and staff are in each program? 5. Does the teacher/student ratio meet state requirements?
21 6. Does required paperwork, including applications, final expenditure reports and evaluation, meet timeline requirements for submission? 7. Have federal and state programs been incorporated into the district CSIP as required by federal regulation?
22 TECHNOLOGY Months of Review: Persons Responsible: Technology Staff, Career Tech Director, Superintendent, Board of Education, Director of Special Education 1. Provide students and staff access to and use of technology; to acquire, compile, manipulate, and judge information; and to communicate more effectively in written and graphic forms. 2. Provide training and encourage use of technology in lesson design and presentation, to monitor student progress, and to have students utilize technology in learning. 1. Are advisory committees meeting and providing direction in the use of technology throughout the district? 2. What has been budgeted for technology, and how has the money been spent? 3. Is the staff receiving the in-service necessary to utilize the technology available in the district? 4. Is there, as a minimum, a three-year technology plan for the district?
LOCATOR: 3.01 TITLE: School Psychologist QUALIFICATIONS: 1. Valid Connecticut certification with endorsement as psychologist. 2. Such alternatives to the above qualifications as the Board may find appropriate
Section: Title: Number: Students Student Guidance and Counseling JHD Basic Adopted: January 14, 2016 Definitions Counselor - For the purposes of this policy, a counselor is a school counselor as defined
Teacher As set by state certification authorities. Principal/Assistant Principal Teacher Assistants, Volunteers, Para-professionals, and college students assigned for clinical experience. To lead students
SCHOOL NURSE A. QUALIFICATIONS: The School Nurse must be currently licensed as a registered nurse in the State of Texas with a current copy of his/her license on file in the personnel office. B. APPOINTMENT:
1) Elementary School Teacher Job Description An elementary school teacher at APA Reports To: Principal Length of Assignment: 10 months Primary purpose: To create a flexible elementary grade program and
TRENTON BOARD OF EDUCATION JOB DESCRIPTION PRINCIPAL Focus and Priority Schools QUALIFICATIONS: CERTIFICATION: REPORTS TO: 1. Master s Degree from an accredited four-year college or university required
SCHOOL COUNSELOR Position Summary Through comprehensive school counseling programs of developmental, preventive, remedial, and responsive services, School Counselors address academic development, career
COMPREHENSIVE GUIDANCE PROGRAM Nevada R-5 s Comprehensive Guidance Program (CGP) is an integral part of our district s total educational program. It is developmental by design and includes sequential activities
ROLE AND DUTIES OF PRINCIPALS & VICE-PRINCIPALS The Principal is part of a Divisional Administrative Team whose function is to support and assist the schools in meeting the overall objectives of the Division
PROGRAM DIRECTOR BEHAVIOR SPECIALIST A. QUALIFICATIONS: 1. The Behavior Specialist shall hold at least State Board for Educator certification (SBEC) as a Special Education Teacher with a master s degree
Appendix B: Part 100 and School Counseling Programs As per the New York State Education Department, listed in Part 100 of the Commissioner s Regulations, school counseling/guidance programs are defined
Dover Board of Education JOB DESCRIPTION: School Nurse TITLE: SCHOOL NURSE (Instructional) QUALIFICATIONS: 1. Valid New Jersey School Nurse Certificate 2. Demonstrated expertise in school health nursing
Redmond School District Secondary Teacher Job Title: School Nurse Reports To: Principal and Executive Director of Student Services FLSA Status: Exempt JOB SUMMARY The practice of professional nursing occurs
Page 1 of 8 JOB TITLE: ELEMENTARY GUIDANCE COUNSELOR REPORTS TO: The Principal and Supervisor of Counseling Services SUPERVISES: Students NATURE AND SCOPE OF JOB: Assumes professional responsibility for
AN OVERVIEW OF THE STANDARDS* FOR THE ELEMENTARY SCHOOL COUNSELOR For the Salt Lake City School District Counselor/Educator Evaluation System Standard I Guidance Curriculum The professional school counselor
As School Social Workers, we often do not fit into typical district forms for employment or evaluation. As a result, teacher evaluation forms are often used to evaluate school social workers. The following
ZENO G. HINES, ED. D. CURRICULUM VITAE SCHOOL COUNSELOR RICHMOND TECHNICAL CENTER RICHMOND PUBLIC SCHOOLS 2020 WESTWOOD AVENUE RICHMOND, VIRGINIA 23230 (804) 683-2238 ZHINES@RICHMOND.K12.VA.US Professional
SCHOOL PSYCHOLOGIST STANDARD POSITION DESCRIPTION Classification: Certificated Reports to: Administrator Responsible for Special Services Location: Assigned School(s) FLSA Status: Exempt Bargaining Unit:
FULL TIME CERTIFICATED MONMOUTH COUNTY VOCATIONAL SCHOOL DISTRICT JOB DESCRIPTIONS Full Time Certificated Administration Affirmative Action Officer TABLE OF CONTENTS Assistant Director/Assistant Principal
Job Description Lemon Grove School District DIRECTOR, SPECIAL EDUCATION Basic Function Under the immediate supervision of the Superintendent, shall plan, administer and supervise all programs and activities
Hood River County School District K-12 Guidance and Counseling Program Overview Serving the Students of Hood River County 1 June 2015 Comprehensive Guidance and Counseling Framework Mission The Guidance
Page 1 of 8 REVISED JOB TITLE: REPORTS TO: SUPERVISES: DIRECTOR K-12 GUIDANCE COUNSELING AND SUPPORT SERVICES Assistant Superintendent of the Division of Pupil Personnel Services Section 504 Accommodation
Page 1 of 11 REVISED JOB TITLE: REPORTS TO: SUPERVISES: DIRECTOR OF EARLY CHILDHOOD EDUCATION Assistant Superintendent for Curriculum and Instruction Students and staff assigned to the Early Childhood,
Page 1 of 8 JOB TITLE: HIGH SCHOOL GUIDANCE COUNSELOR REPORTS TO: The Principal and Supervisor of Counseling Services SUPERVISES: Students NATURE AND SCOPE OF JOB: Assumes professional responsibility for
II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process
GLOUCESTER COUNTY SPECIAL SERVICES SCHOOL DISTRICT SCHOOL SAFETY PLAN TABLE OF CONTENTS Introduction Purpose... 3 Objectives 3 Section 1 Health & Safety.. 4 Section 2 Campus Security and Safety Plan. 8
STATEment on Precollege Guidance and Counseling and the Role of the School Counselor Approved by the Executive Board, June 1990 Introduction The National Association for College Admission Counseling (NACAC)
Hudson Middle School Hudson City School District Comprehensive Guidance Plan 2007 2009 Staff: Counselors: Rosalie Cornell Secretary: Amy Lasher Elizabeth Novine 1 Mission Statement In coordination with
SCHOOL COUNSELING SERVICES 1 TABLE OF CONTENTS Page FOREWORD 2 TABLE OF CONTENTS 3 FIGURES 3 CHAPTER 1 OVERVIEW OF COMPETENCY BASED COUNSELING PROGRAM 4 C1.1. INTRODUCTION 4 C1.2. PROGRAM OVERVIEW 5 CHAPTER
JCN: 425 EXEMPT FRESNO COUNTY OFFICE OF EDUCATION CERTIFICATED MANAGEMENT POSITION Effective: September 15, 2015 CLASS TITLE: SITE SUPERVISOR CHILD DEVELOPMENT CENTER BASIC FUNCTION: Under the direction
SECTION ti -LIABILITY, INSURANCE AND RISK MANAGEMENT 12A. Insurance &Liability Coverage Good Earth Charter School will obtain all necessary insurance either through a broker or through direct placement
COUNSELOR, INTERVENTION SPECIALIST or SOCIAL WORKER STANDARD POSITION DESCRIPTION Classification: Certificated Reports to: Principal Location: Assigned School(s) FLSA Status: Exempt Bargaining Unit: NTEA
MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Student Diversity and Assessment 001 002 29% II. Comprehensive School Counseling
SCHOOL PSYCHOLOGIST STANDARD POSITION DESCRIPTION Classification: Certificated Reports to: Administrator Responsible for Special Services Location: Assigned School(s) FLSA Status: Exempt Bargaining Unit:
SCHOOL NURSE Classification: Certificated Reports to: Principal or Principal Designee Location: Assigned School(s) FLSA Status: Exempt Bargaining Unit: NTEA This is a standard position description to be
School District of Fall Creek By All...For All COMPREHENSIVE SCHOOL COUNSELING PROGRAM v i e w b o o k Based on the Wisconsin Comprehensive School Model & American School Association National Model The
Page 1 FAYETTE COUNTY BOARD OF EDUCATION Fayetteville, West Virginia Board Policy: COMPREHENSIVE SCHOOL COUNSELING PROGRAM Adopted: July 21, 2003 Revised: September 4, 2007 [Month, date], 2014 1. PURPOSE.
Certified Staff Position (Job Description) Title: Principal 1. Masters degree in Special Education or related area of specialization 2. Five years of successful teaching; counseling; supervisory or administrative
EPPING SCHOOL DISTRICT JOB DESCRIPTION TITLE: SCHOOL GUIDANCE/ALTERNATIVE PROGRAM COUNSELOR - EHS GENERAL DESCRIPTION: The Alternative Program Counselor provides students with school guidance in the areas
TITLE: PRINCIPAL - HIGH SCHO OL Quality Education Now Learning for Life NELSON COUNTY SCHOOLS Job Description QUALIFICATIONS: Holds valid Kentucky certification for High School principal REPORTS TO: Superintendent
ARKANSAS DEPARTMENT OF EDUCATION RULES GOVERNING PUBLIC SCHOOL STUDENT SERVICES October 2012 1.00 REGULATORY AUTHORITY 1.01 These rules shall be known as Arkansas Department of Education Rules Governing
EVALUATION RUBRICS FOR COUNSELORS Standards & Elements The evaluation system for school counselors is based on 5 Standards and 13 Elements. These Elements describe important competencies of effective school
COUNSELOR, SOCIAL WORKER, LICENSED MENTAL HEALTH COUNSELOR (LMHC) STANDARD POSITION DESCRIPTION Classification: Certificated Reports to: Principal Location: Assigned School(s) FLSA Status: Exempt Bargaining
School Guidance and Counseling Services, Elementary, Middle, and High School This regulation implements School Board Policy 651, School Guidance and Counseling Services, Elementary, Middle, and High School,
EAST VALLEY INSTITUTE OF TECHNOLOGY JOB DESCRIPTION JOB TITLE: Medical Assistant Instructor DIVISION: School STATUS: Full-Time/Exempt DEPARTMENT: Instruction TERM: 10 months GENERAL PURPOSE: Under general
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Charles A. Szuberla, Jr. SUBJECT:
Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate
SOUTHEAST MISSOURI STATE UNIVERSITY COURSE SYLLABUS Department of: Human Environmental Studies Course No.: CF124 Title of Course: Child Health, Safety and Nutrition New: Fall 2000 I. Catalog Description
NORWIN SCHOOL DISTRICT JOB DESCRIPTION JOB ANALYSIS Under the direction and supervision of the Assistant Superintendent of Secondary Education and in cooperation with the High School Principal, the assists
I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience in the School Counseling program. Be sure to read it over carefully as you are responsible
Purpose: New Beginnings School Foundation wellness policy was developed to fulfill the school s commitment to the health of its students, as well as to comply with the federal Child Nutrition Reauthorization
Parent s Guide to SPECIAL EDUCATION in MISSOURI Missouri Department of Elementary and Secondary Education Division of Special Education D. Kent King, Commissioner of Education Revised September 2008 This
IGBB PROGRAMS FOR GIFTED STUDENTS District Goal for the Gifted and Talented Education Program The goal of the Deer Creek Gifted and Talented Education Program is to provide a wide variety of educational
Minnesota School Counselor Association Acknowledgements The Minnesota School Counselor Evaluation Tool was developed on the premise that all school personnel should be evaluated on standards relevant to
MIDDLE STATES ASSOCIATION OF COLLEGES AND SCHOOLS COMMISSIONS ON ELEMENTARY AND SECONDARY SCHOOLS AN INTRODUCTION TO THE SCHOOL COUNSELING PROGRAM OF DISTINCTION V. 2 3624 Market Street 2 West Philadelphia,
Martine Guerrier Chief Family Engagement Officer firstname.lastname@example.org Each child s maximum potential can best be achieved through an active engagement between parents 1 and the education community.
SECTION II MISSOURI COMPREHENSIVE GUIDANCE AND COUNSELING PROGRAM: AN OVERVIEW The Missouri Comprehensive Guidance and Counseling Program (MCGCP) consists of three major elements: content, an organizational
GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2005 1 Comprehensive Guidance and Counseling Framework Mission The mission of the Comprehensive Guidance and Counseling
Gainful Employment Information The Field of Counseling Job Outlook Veterans Administration one of the most honorable places to practice counseling is with the VA. Over recent years, the Veteran s Administration
NORWIN SCHOOL DISTRICT JOB DESCRIPTION JOB ANALYSIS Under the direction of the Assistant Superintendent of Elementary Education, and in cooperation with the Superintendent and other Administrators, the
ROLE OF HEALTH SERVICES STAFF IN SCHOOLS MARYLAND STATE SCHOOL HEALTH SERVICES GUIDELINE JANUARY 2006 Maryland State Department of Education Maryland Department of Health and Student Services and Alternative
REGULATION Related Entries: IJA Responsible Office: Special Education and Student Services MONTGOMERY COUNTY PUBLIC SCHOOLS IJA-RA School Counseling Programs and Services I. PURPOSE A. To ensure that a
JOB DESCRIPTION Niles Township High School District 219 Director of Human Resources and Employee Performance REPORTS TO : POSITION OBJECTIVE : Assistant Superintendent of Human Resources To support the
BROOKLAND PUBLIC SCHOOL GIFTED AND TALENTED EDUCATION HANDBOOK PROGRAM OVERVIEW Philosophy: The Brookland School District believes that within its boundaries are students for whom the regular classroom
CHAPTER 2 GIRs CHAPTER TWO General Institutional Requirements Chapter 2 General Institutional Requirements A. MISSION 1) It has a mission statement, formally adopted by the governing board and made public,
Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Charles A. Szuberla, Jr. SUBJECT:
STATE BOARD OF EDUCATION Action Item February 25, 2015 SUBJECT: Approval of Amendment to Rule 6A-6.05281, Educational Programs for Students in Department of Juvenile Justice Detention, Prevention, Residential,
RULES OF THE STATE BOARD OF EDUCATION CHAPTER 0520-7-2 NON-PUBLIC SCHOOL APPROVAL PROCESS TABLE OF CONTENTS 0520-7-2-.01 Categories 0520-7-2-.05 Category IV: Exempted Schools 0520-7-2-.02 Category I: State
UNATEGO CENTRAL SCHOOL DISTRICT COMPREHENSIVE SCHOOL COUNSELING PROGRAM GRADES K-12 1 FORWARD This Comprehensive School Counseling Program acts as a manual for counselors, administrators and school board
Diocese of St. Petersburg Personnel and School Requirements The Diocese of St. Petersburg holds all Catholic school personnel accountable for meeting specific employment and accreditation requirements.
STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act
POLICY REGARDING WELLNESS It is the policy of the Bozrah Board of Education to promote the health and wellbeing of district students. In furtherance of this policy, the Board has created an Advisory Council
NORWIN SCHOOL DISTRICT JOB DESCRIPTION (School Psychologist) JOB ANALYSIS Under the supervision of the Director of Special Education and Student Services, the (School Psychologist) coordinates psychological
Counselor Education Program Mission and Objectives Our Mission The LSU Counselor Education program prepares students to function as professional counselors in a variety of human service settings such as
510R SCHOOL COUNSELING (REGULATIONS) ROLE DESCRIPTION SCHOOL COUNSELOR 1. Major Responsibility: To assist the school with the implementation of counselling services. 2. Reporting Relationship: The counsellor
Parkrose School District 3 Code: EEA-AR Adopted: 12/91 Readopted: 10/23/95 Revised: 03/13/00 STUDENT TRANSPORTATION SERVICES This procedure has been developed for the purpose of establishing rules, regulations
Montana School Counseling Program Montana School Counselor Association 2004 www.mtschoolcounselor.org Foreword In June 2001, The Montana Board of Public Education published a revision of the Accreditation
REILEY ELEMENTARY SCHOOL SCHOOL COUNSELING ADVISORY COUNCIL Initial Meeting December 1 st 2014 ROLE OF ADVISORY COUNCIL Introduction of Members Role of Advisory Council ROLE OF ADVISORY COUNCIL The advisory
The Butler County Schools Comprehensive Counseling and Guidance Plan 2013-2014 1 P age Darren Douthitt, Superintendent Butler County Board of Education 211 School Highlands Dr Greenville, Alabama 36037
ALTERNATIVE SCHOOL GUIDANCE COUNSELOR Adopted: 12/07 Revised: 3/09 REPORTS TO: CLASSIFICATION: FLSA STATUS: TERMS OF EMPLOYMENT: EVALUATION: Alternative School Principal Certified Exempt Salary and work
Page 1 of 12 SCHOOL NURSE COMPETENCIES SELF-EVALUATION TOOL School Nurse School Date Completed School Nurse Supervisor Date Reviewed The school nurse competencies presume that some core knowledge has been
N.J.A.C. 6A:27, STUDENT TRANSPORTATION TABLE OF CONTENTS SUBCHAPTER 1. GENERAL PROVISIONS 6A:27-1.1 Scope 6A:27-1.2 Purpose 6A:27-1.3 Authority 6A:27-1.4 Students who shall be transported 6A:27-1.5 Students
Rubric for Evaluating North Carolina s Speech- Language Pathologists STANDARD 1: School speech-language pathologists demonstrate leadership, advocacy, collaboration, and ethical practices. School Speech-Language